Sarah-Lesson Reflection #2

What did students learned and which students struggled with the lesson?

During my lesson, most students continued learning about what background knowledge is and how it can help in understanding text. Today, the students learned and practiced making connections to the text. Almost everyone can make text to self connections, but making text to text connections is much more difficult. Of course, there were still a few students who struggled with the lesson. Making connections is a higher level thinking skill that is difficult for a couple of my students. 

What are alternate reads of your students’ performance or products?

My mentor teacher noticed that most students were engaged in the lesson and that the majority of students were giving great responses to my prompts. They were able to make good connections to the text when asked. 

What did you learn about your students’ literacy practices that extend beyond your objectives?

In addition to what I noticed yesterday, I saw that some students were able to answer questions about the story. They were able to make some inferences about the text when prompted. They were also able to summarize well the first part of the story that was read the day before. 

When and how will you re-teach the material to students who need additional support?

Some students will need additional support. I will work with those students one-on-one during available times (silent reading, morning warm-up, ect.) to reteach the topics. I will emphasis simple ways to engage background knowledge and provide more examples and scaffolding about how to apply background information. 

 If you were to teach this same lesson again, what would you do differently and how do you think the changes would improve students’ learning?

I would make my modeled connections more clear to the students. This way, students could better use my connections to help them make theirs. I would also space out my connections more so that we could read more of the story in between each. I want to  continue to circulate the room more to do better managing by proximity. I also want to continue to use more "talk moves" to engage the students in listening to each other and expanding on others' thinking. 

What did you learn so far about implementing your ‘core practice’ and what do you need to do to continue your professional learning?
Everything that I mentioned yesterday is still true. I did notice that doing connections was a lot easier than doing a KWL chart with interactive read read a loud. So many of my students wanted to share, so that was really exciting. I want to transition to having some discussions about books. Our students have been working on some good discussion behaviors so far this year. 

Sarah-Lesson Reflection Blogpost

What did students learned and which students struggled with the lesson?

During my lesson, most students continued learning about what background knowledge is and how it can help in understanding text. Today, the students learned about how to use a KWL chart to organized thoughts about background information. They also learned about how this can help them in their reading. I can tell that most of the students are picking up on the concepts based on their answers during discussions and their KWL charts. I did notice a few students who are struggling to understand how background knowledge can help them read. This is especially true of students who missed parts of the lesson. Because today was an early release day, we had a lot of students leaving early.

What are alternate reads of your students’ performance or products?

My mentor teacher noticed that most students were engaged in the lesson and that the majority of students were giving great responses to my prompts and questions and using the KWL effectively. 

What did you learn about your students’ literacy practices that extend beyond your objectives?

I have noticed that many students naturally love to read. They also are noticing "said is dead" words (words to use in place of said). Currently, students do like to comment while reading, but do not yet discuss well with peers. Listening to others is still difficult for them. 

When and how will you re-teach the material to students who need additional support?

At the end of the day today, I worked with a student who I know needed additional support. We reviewed what background knowledge is and how it can be useful in reading. I have also had a student tell me she does not understand. I shared some more concrete examples related to her life with her. Tomorrow, we will recap what we talked about today and introduce another way to think about background knowledge. 

 If you were to teach this same lesson again, what would you do differently and how do you think the changes would improve students’ learning?

I would try to write more neatly on the smart board. This would help students to follow what I am writing and to read it. I would also try to include more student input into my interactive read aloud. This would make the lesson even more engaging, by making the students a bigger part of the lesson. I want to circulate the room more to do better managing by proximity. I also want to use more "talk moves" to engage the students in listening to each other and expanding on others' thinking. 

What did you learn so far about implementing your ‘core practice’ and what do you need to do to continue your professional learning?
I have seen that interactive read alouds are a lot harder than I would imagine. I want to continue to practice integrating my thinking and my students thinking in a way that adds to reading the text out loud. All of these factors feel a bit hard to balance. However, I can see the benefits of using interactive read alouds. It promotes much more student thinking and provides them with good modeling of how to think while reading than just reading the text alone. 

1st Lesson Book Club Blog Reflection - Louis Armbrecht

After teaching each lesson, write a Book Club Blog Posting discussing the following:

·          What students learned and which students struggled with the lesson. 

·          What are alternate reads of your students’ performance or products?

·          What did you learn about your students’ literacy practices that extend beyond your objectives?

·          When and how will you re-teach the material to students who need additional support?

·          If you were to teach this same lesson again, what would you do differently and how do you think the changes would improve students’ learning?

What did you learn so far about implementing your ‘core practice’ and what do you need to do to continue your professional learning? 

The students today learned what reader's theater is.  They struggled with maintaining order, and were talking nearly throughout the whole time, so we did not finish a read through of the piece.  
The students that I am working with are in the lowest two reading groups.  When I told them that reader's theater was like a play where we read out loud, one girl said, "But I stink at reading, do I have to do this?"  This shows she does not have much confidence in her abilities, something that I am hoping to change by showing that she can do it.  
Tomorrow I am altering the original plan to focus more on comprehension rather than vocabulary.  The students did not finish the script, and read with so many breaks between parts I do not know if they understood the plot.  Tomorrow we will go over what happened already, finish the script, and then talk about characters, setting, genre, and what happened in the story.  
If I were to teach this lesson again I would be harsher with the discipline.  There were 3 students out of the 10 that I was working with that would not stop distracting the other students.  I have my MT's approval that if this happens tomorrow, they will be sent back to the classroom and will not be able to participate.  
So far I think it was a rough start, but I know that there is room for improvement, especially once the students get into doing reader's theater and enjoy the activity instead of trying to goof off to show off to their friends.  

'Strategies That Work' Jigsaw- Danielle

Chapter 12: Content Literacy- Reading for Understanding in Social Studies or Science

Take Away Message

Schools are getting less and less time for social studies and science because all of the time is being devoted to reading and math. It is necessary to find some integration strategies.

The new content must connect to the current, focus on comprehension, and promote independent thinking.

Social Studies:
Applicable read alouds
Concept maps
Folktales to understand culture
Book clubs
Use of primary sources
Historical reinactments
Maps
Time lines
Journals and personal narratives
Current events- news in print

Science:
Science Journals
Teaching books
Anchor Charts
Variety of features from informational text
Vocabulary with word walls
Noticing new information
Note taking strategies
Creating manuals and posters
Mind Maps

Week 6 Initial Post

Authentic Questions

In Strategies that Work, the authors talk about 'authentic questions'. They list several criteria on what these types of questions should do, such as prompt thinking, challenging the reader to ponder and/or wonder, or to challenge us to rethink our opinions. (pg 124). So I came up with a few I would ask myself after reading the selections we have due this week- and for the rest of the semester. "Why will reading help me with my unit lessons?" and "How will I implement what I've learned in this in my daily teaching life?" are questions that will help readers sift through the information they just read to pinpoint exactly the information that will be helpful and applicable to their life.

As well, I thought of a question I could ask my students after reading texts with characters with them. "How do you think the character feels/felt?" followed up by "What makes you think that?" would be interesting, because it would allow the students to try to reach a deeper level of understanding and empathy with the characters.

Also, on page 125 of Strategies that Work, I read the next section was "Teaching with the End in Mind"- which got me thinking. I can be guilty of approaching a text assigned in class with a 'read it and get it over with' mentality, especially  I hurry through the text without really absorbing the information or gaining anything from what I read. But I saw that section heading and thought to myself- it's all good and dandy to have questions at the end of something to challenge thinking, but what about at the beginning? And I thought it would be cool to start trying a different approach to my readings- a "Reading with the end in mind' kind of menality. With this, I would approach my readings with a question or two already thought of, such as "What am I hoping to learn from this reading?" or "What am I stuck on in my lessons that I should keep in mind to try and find a solution to?" By approaching future readings like this, I'm hoping I can really retain valuable information to me for use in the real world.

Anecdotal Records

I already knew the importance of taking anecdotal records. There is a lot to learn from purposeful records and it is helpful to be able to see the collections of records about a student. I also knew that it is important to write observable data, but sometimes I forget in practice.  Something new is that using address label sticky notes could make taking records. I have seen sticky notes used, but sticky notes are not very sticky. I can imagine myself using a system with the address labels. I also liked the table of abbreviations that the article gives to help facilitate anecdotal record keeping.  I am still confused about what times are good to take. I notice good times for anecdotal records in math, but in language arts, the students are usually just listening to a story being read, the teacher talk, or filling out a worksheet. Maybe it is best to think about what standards are trying to be met and to try to frame my record keeping that way.  I am thinking differently about how to manage working with the student and writing notes. It seems like a lot to handle, but I do agree that it is possible. I am thinking that it just takes practice and that over time, after developing a system, it will be easier to jot records down between working with students. I suppose, then, that it is really good to be starting now. 

Anecdotal Records

V=knew
+=new knowledge
?=confusing
-= contradicts what you think


(V/+) A fundamental purpose of assessment is to communicate what the child knows and is able to do. Teacher-generated, anecdotal records provide an insider’s perspective of the child’s educational experience

The five components to be addressed are as follows: observing children in instructional settings, maintaining a standards-based focus, making anecdotal records, managing anecdotal records, and using anecdotal records for assessment.

Observing children in instructional settings:  Choose certain students to observe, and split the class up over the course of the week.  This is a great idea! (+)

Maintaining a standards-based focus: Focus on specific pre-determined things before hand so it isn't overwhelming (+)

Making anecdotal records: don't use (on task, can't), use measurable things with quantitative/observable  data (+)

Managing anecdotal records: "Lean is clean, wordy is dirty" ( V)

Analysis of anecdotal records: After a period of weeks go and analyze the records to see what students need, and think about how you will provide this (V)

Write records with parents in mind +

What Can I do? Standards based observations to observe each students progress (?)
What can I do?Actively observe all of the students in the class
What can I Do? Use the observations to inform my teaching and preparation